Curriculum Mapping Template: Chinese – 3 and 4 (Background Language Learner, F – 10 Sequence)
Instruction: List the title of the unit of work in the first column and then tick the check box of the content description/s addressed by it, which can be done electronically. Once completed, fill out the ‘Assessments’ table.
For detailed notes regarding the purpose of this template and further instructions for completion, refer here
Strand
Communicating
Sub-strand
Content
Description
Unit
Semester/Year
Socialising
Interact and socialise with
peers and teachers to
exchange thoughts and
feelings about home
routines, leisure activities
and community events
(VCZHC129)
CD
Informing
Collaborate in and make
decisions about group
activities and learning
experiences in familiar
contexts
(VCZHC130)
Achievement standard
#
CD
Achievement standard
#
Gather and organise factual
information from familiar
sources about countries and
places
(VCZHC131)
CD
Achievement standard
#
Creating
Create short personal
narratives and performances
of poetry, song, dance or
drama which reflect the
culture and traditions of the
Chinese community
(VCZHC134)
Identify common spoken
Chinese expressions and
discuss examples of actions,
words and phrases that do
not readily translate into
English
(VCZHC135)
Translate simple English
texts into Chinese and vice
versa, using strategies for
building vocabulary and
interpreting intended
meaning of words in English
and Chinese
(VCZHC136)
CD
CD
CD
CD
CD
Achievement standard #
Semester/Year
Achievement standard #
Systems of language
Achievement standard #
Achievement standard #
Recognise the tonal features of
Chinese in own speech, and
understand when and why some
tones are not expressed in some
contexts and how syllables are
decoded from and encoded into
Pinyin
(VCZHU138)
CD
Achievement standard #
Identify the form, composition and
spacing within characters, relating
components and their positions to
their meaning and sound
(VCZHU139)
CD
Achievement standard #
Language variation and change
Develop ways to structure sentences
in Chinese to elaborate own ideas
(VCZHU140)
CD
Achievement standard #
Recognise similarities and differences
in the structure of spoken and written
texts that have the same purpose
(VCZHU141)
CD
Achievement standard #
See next page for Achievement Standards and Assessments section
© VCAA
Achievement standard #
Reflect on their reactions
and responses to others
when participating in
learning and cultural
experiences in Chinese and
Australian contexts
(VCZHC137)
CD
Achievement standard
#
Understanding
Sub-strand
Unit
Reflecting
Respond to simple fables
and legends through
discussion of characters and
events
(VCZHC133)
Strand
Content
Description
Translating
Convey key points of
information to familiar
audiences
(VCZHC132)
Recognise how the context of
interactions influences language
choices
(VCZHU142)
CD
Achievement standard #
Explore diversity in dialects and in
contexts in which Chinese is used in
Australian communities
(VCZHU143)
CD
Achievement standard #
Role of language and culture
Explore how the Chinese language
represents cultural meanings in
specific ways
(VCZHU144)
CD
Achievement standard #
Curriculum Mapping Template: Chinese – 3 and 4
Foundation to Level 2 Achievement Standard
By the end of Level 2

Students use spoken Chinese to initiate interactions in a range of familiar contexts.

They participate in simple exchanges to obtain and convey information and experiences relating to
their personal world.

They use learnt vocabulary, sounds, characters and culturally specific actions and gestures to convey
meaning.

They exchange greetings, introduce themselves and each other, and express thanks and apologies,
for example, 我的中文名字叫小强, 你叫什么?

They interact with and create simple predictable imaginative and informative texts such as我的狗很
大，它的尾巴很长, using familiar characters and sounds.

They use images, actions and gesture to show that they understand the meaning of words when
speaking, listening, reading, viewing and writing.

Students recognise the four tones and their function in Chinese.

They are aware that there is a metalanguage to describe the distinct writing and speech systems in
Chinese.

They compare English and Chinese consonant and vowel sounds. They copy and trace characters
and can identify key components in familiar characters.

They recognise how their Chinese identity influences some of their language choices when interacting
with familiar adults and peers.
Levels 3 and 4 Achievement Standard - Separated by line. Number in brackets, e.g. (3),
can be used as an identifier in various parts of the template.
By the end of Levels 4

Students use spoken and written Chinese to initiate interactions. (1)

They participate in short exchanges, for example, 你晚饭吃什么？，我学汉语和英语,站起来，
大家听老师说. (2)

They organise and convey factual information and share experiences in formal and informal situations,
making appropriate choices of characters, words and pronunciation. (3)

They use demonstratives such as 这、那、那些 with measure words and verbs to indicate
agreement （对，好的）and preferences (要、想、喜欢). (4)

They respond to and create short imaginative, informative and persuasive texts for familiar audiences
and identified purposes. (5)

Students select from known speech patterns to meet routine, procedural and informal conversational
needs. (6)

Students understand that Pinyin represents spoken language, and can map Pinyin against their own
speech. (7)

They understand the contexts in which tones are expressed and those in which they are not. (8)

They recognise features of the Chinese writing system, including the range of strokes and their
sequences in character writing; and the relationship between components and sound and meaning. (9)

Students develop skills in structuring their ideas in sentences, including correct sequencing of time and
place. (10)

They describe features of Chinese language and culture, and compare how ideas are conveyed across
languages and cultures. (11)
Levels 5 and 6 Achievement Standard
By the end of Level 6

Students use spoken and written Chinese to maintain interactions with familiar and unfamiliar people across a
growing range of situations (for example, 你星期几去汉语学校？,你说…对吗？); to convey information,
opinions and experiences (for example, 我喜欢踢澳式足球，你呢？); and to access a range of print and digital
media resources, such as 童书，报纸，画册，科学书，传单，广告， 教材，地图.

They write characters, paying attention to shape, and stroke order and proportion.

They transcribe spoken words and sentences in Pinyin and select appropriate simplified characters to match the
sounds they hear.

They effectively use stress, tone and intonation to express emotion and opinion.

They respond to and create a range of short informative, persuasive and imaginative texts for diverse audiences and
purposes.

They relate their own experiences to those presented in texts, for example, 《如果我是…》.

Sentences include the use of prepositions (给 、跟 、对) and possessives and attributive clauses with particle 的.

They use a range of verbs, and use verb complements to describe the direction, result or potential of an action.

They use conjunctions (for example, 可是、或者、因为、除了）to connect ideas and elaborate on or clarify
opinions and actions.

They explain how their developing bilingual ability supports their identities as users of Chinese and English.

Students understand the nature of Pinyin and map it to their own Chinese speech.

They categorise characters into groups based on meaning, appearance, pronunciation or function, using this
information to understand new characters.

They compare the word order of Chinese sentences with that of English, and recognise how their knowledge of
English impacts on the way they express ideas in Chinese.

They describe how the features of Chinese and English texts are used to convey meaning.
Assessments
Unit (Title)
© VCAA
Assessment
Achievement Standard/s
Unit (Title)
Page 2
Assessment
Achievement Standard/s